4.human development presentation
Post on 06-May-2015
2.548 Views
Preview:
TRANSCRIPT
HUMAN DEVELOPME
NT
Definition
• Human Development is the scientific study the patterns of growth and change that occurs throughout life
• Two Types of Change:• 1.Quantitative change refers to physical growth like
progress in height or weight.• 2. Qualitative change refers to the change of
function of an organ, resulting to improve efficiency and accuracy.
Aspects of Human Development• 1. Physical development - changes in the body
structure and motor skills.
• 2. Perceptual development - development of sensory capacities such as the changes in the seeing and hearing abilities of infants.
Aspects of Human Development
• 3. Cognitive or Intellectual development - change in mental abilities, learning capacity, memory, reasoning thought processes and language.
• 4. Personality and Social development - changes in self-concept, gender identity and one’s quality of interpersonal relationship.
8 Stages of Development
• 1. Prenatal stage• 2. Infancy (0-2 years old)• 3. Early childhood (3-6 years old)• 4. Middle childhood (7-12 years old)• 5. Adolescence (13-19 years old)• 6. Young adulthood (20-35 years old)• 7. Middle adulthood (36-49 years old)• 8. Late adulthood/Old age (50 years old-
Death)
Process of Development
Heredity is the transmission of traits from parents to offspring
Every 28 days a female ovulates and releases an egg cell to fallopian tube.
At the height of copulation the male parent releases sperm cells (300-500 million) inside the female’s vagina. The healthy sperms are programmed to swim and seek out the egg cell and fertilize it.
Female Egg Cell
Male Sperm Cell
Process of Development Out of the millions of sperms, only about 50 of them will
be able to come close to the egg cell The sperms will release enzyme that dissolves the jelly-
like coating of the egg cell. Meanwhile, the egg is no passive participant; it actually
embraces the lucky sperm cell. To avoid penetration by more than one sperm, the egg
produces brief electrical shocks on its surface (lasting about 30 seconds) followed by a hard protein coat.
Process of Development
The sperm cell is held down on the egg’s membrane, while the coat rises above it, pushing all the other sperms away.
The egg pulls the sperm inside itself, and moves its nucleus to meet that of the sperm.
Process of Development Fertilization, the union of the egg and the sperm,
produces a single cell that is called the zygote, which contains 23 chromosomes (strands of genetic material) contributed by the sperm and 23 chromosomes contributed by the egg.
Chromosomes are made up of deoxyribonucleic acid (DNA), each segment of the DNA is a gene, the basic unit of heredity.
Human Chromosomes
Process of Development
These 46 chromosomes provide programming for inherited characteristics like blood type, height, skin color, and so forth. The 46 chromosomes align in pairs (23 pairs).
The first 22 pairs are called autosomes, while the 23rd pair are called sex chromosomes, they will determine the sex or gender of the developing baby.
Process of Development All eggs and 50% of all sperm cells contain x sex
chromosomes, while only the remaining 50% the sperm cells have a y sex chromosome.
A zygote with xx chromosome will become female and a zygote with xy chromosome will become a male.
Process of Development There are two types of genes, the dominant genes,
which carry dominant traits (the stronger one), and recessive genes which carries recessive traits (the weaker one).
Incomplete dominance occurs when the dominant trait was not able to cover up the recessive trait.
Process of Development
Codominance happens when two different dominant traits coexist in the offspring, as in the case of a combination of blood type A and blood type B, which results to having blood type AB.
Some traits are called sex-linked traits. These traits only appear in a particular gender (males)
Process of Development Examples of such are: baldness, hemophilia and colorblindness, all
manifested by the male population.
The genetics cluster of traits that you have, and are observable from the outside is your phenotype.
Your total Genetic make up, observable and not, is your genotype.
Kinds of Twins• 1. Identical or Monozygotic Twins – Twins that
developed from a single zygote that split. They look alike because they share almost the same genetic make up.
• 2. Fraternal or Dizygotic Twins – Twins the developed from the simultaneous union of 2 pairs of egg and sperm cell. They do not share the same genetic make up and may be of different gender, one male, one female.
Sex Chromosome Disorder
• Klinefelter’s Syndrome (XXY)• - Occurs when a genetic male has an extra x
chromosome• - Abnormal testes, no sperm production, reduced
testosterone production• - Tall, poor muscular development, enlarged breasts
Klinefelter’s Syndrome
Klinefelter’s Syndrome
Sex Chromosome Disorder
• Turner’s Syndrome (XO)• - There is a missing chromosome • - Short, no menstruation• - Sexually underdeveloped females
Turner’s Syndrome
Turner’s Syndrome
Sex Chromosome Disorder• Superfemale Syndrome (XXX)• - Intellectually deficit females• - Appears quite normal
• Supermale Syndrome (XYY)• - Taller than normal males• - Below average intelligence
Autosomal Abnormalities
• Down’s Syndrome (trisomy 21)• - An extra sex chromosome appeared in the
21st pair of autosomes• - Mentally retarded• - Sloping forehead, protruding tongue, short
limbs, flattened nose, oriental in appearance
Down’s Syndrome
Down’s Syndrome
Autosomal Abnormalities
• Edward’s Syndrome (trisomy 18)• - An extra sex chromosome appeared
in the 18th pair of autosomes• - Abnormally small mouth, malformed
ears, elongated skull, clenched hand, short breast bone
• - With congenital heart disease
Edward’s Syndrome
Edward’s Syndrome
Autosomal Abnormalities
• Patau’s Syndrome (trisomy 13)• - An extra sex chromosome appeared in the
13th pair of autosomes• - Defects of eye, nose, lips, ears and forebrain• - Having one eye at extreme cases• - Has more that the normal number of fingers
or toes
Patau’s Syndrome
Autosomal Abnormalities Other congenital defects (like congenital blindness,
heart disease) may be a result of maternal diseases (like malaria, chicken pox, German measles), malnutrition, alcohol, smoking, emotion problems, pills, drugs, endocrine irregularities and blood incompatibilities.
Collectively, these environmental forces that hinder the healthy development of an unborn child are called teratogens.
Teratogens Rubella (German Measles) – Blindness, deafness,
heart abnormalities Syphilis – mental retardation, physical deformities,
maternal miscarriage Addictive drugs – low birth weight, addiction to the
drug, possible death from withdrawal Smoking - premature birth, low birth weight and
length
Teratogens Alcohol – mental retardation, low weight, small head,
limb deformities Radiation from X-rays – Physical deformities, mental
retardation Inadequate diet – reduced brain growths, low weight
and length Being your than 18 – premature birth, increased
incidence of Down syndrome Being older than 35 - increased incidence of Down
syndrome
Assumptions About the Stages of Human Development Behaviors at a given stage are organized around a
dominant theme or a coherent set of characteristics.
Behaviors at one stage are qualitatively different from the behaviors at an earlier or later stage.
All children go through the same stages in the same order, but may vary in pace.
PRENATAL DEVELOPMENT
Prenatal Development
1. Germinal Stage (Fertilization – 2 weeks)
- Rapid cell division- By the end of the stage, the fertilized egg
becomes a blastocyst (about the size of a pinhead) and plants itself in the wall of the uterus.
Fertilization
Play video-human fertilization
Cell Division
Day 1
Day 3
Day 6
Prenatal Development
2. Embryonic Stage
(end of 2 weeks – 2 months)
- Major body systems and organs develop.- Organism becomes vulnerable to
environmental influences. - Most likely occurrences of chromosomal
abnormalities.
Prenatal Development
2. Embryonic Stage
- 1st month – Measures quarter of an inch- 2nd month – As big as an adult’s smallest
toe; back bone formed; legs and arms begin to form; facial features take shape.
Week 4
Prenatal Development
3. Fetal Stage (end of 2 months – Birth)
3rd month – 3” ; 25 grams; Assumes human form; large head; starts bone formation (teeth buds, nails); genital becomes more recognizable.
4th month – 13.5 cm.; 120 grams; about the size of a small orange; broad face, eyes widely separated; capable of swallowing and kicking; nails/eyebrows start to grow.
Week 8
Week 12
Prenatal Development
5th month – 7.3”; 440 grams; vital organs developed; more frequent movement.
6th month – 9”; 1.75 lbs.; large head, lean body; with skin wrinkles; skin pink in color; fine downy hair (lanugo) cover the body; eye brows, eye lashes visible.
7th month – 10.6”; 1.36 kg.; can open eyes; can stretch and kick; skin is red and wrinkled.
Prenatal Development
8th month – 12.2”; 5lbs.; fat begins to store in the body; lungs fully developed; head/body are proportionate; assume position for delivery.
9th month – 14.2” ; 7lbs.; redness and wrinkles fade; downy hair disappears.
Prenatal Development
Capabilities of a Newborn
We as newborns come equipped with reflexes ideally suited for our survival.
We as newborns, prefer sights and sounds that facilitate social responsiveness; we turn our heads on the direction of human voices; we gaze longer at a drawing of a face-like image than at a bull’s-eye pattern.
Capabilities of a Newborn
We prefer to look at objects 8 to 12 inches away, which just happen to be the approximate distance between a nursing infant’s eyes and a mother’s.
Capabilities of a Newborn
Within days of birth, our brain’s neural networks were stamped with the smell of our mother’s body; thus, a week-old nursing baby, placed between a gauze pad from its mother’s bra and one from another nursing mother will usually turn toward the smell of it own mother.
Capabilities of a Newborn
At three weeks, if given a pacifier that sometimes turns on recordings of its mother’s voice and sometimes that of a stranger’s. An infant will suck more vigorously when it hears its now-familiar mother’s voice.
Reflexes
Reflexes are unlearned, involuntary responses that occur automatically in the presence of certain stimuli
They are critical for survival Rooting reflex – turning one’s heads towards things
the touch their cheeks
Reflexes
Sucking reflex – infants suck things that touch their lips
Gag reflex – reflex to clear the throat Startle reflex – a series of movements in which an
infant flings out the arms, fans the fingers, and arches the back in response to sudden noise
Reflexes
Babinski Reflex – a baby’s toes fan out when the outer edge of the sole of the foot is stroked
Grasping Reflex Infants lose these primitive reflexes after the first few
months of life; replaced with more complex an organized behaviors.
Theories of Development
Theories of Development
• Theory• “An organized set of ideas that are
designed to explain development.” • Essential for developing predictions about
behavior. • Predictions result in research that help to
support or clarify the theory
Major Theoretical Perspectives on Human Development
• Psychodynamic - Freud, Erikson • Learning - Watson, Skinner, Bandura • Cognitive - Piaget, Kohlberg
Major Theoretical Perspectives on Human Development
• A. Psychodynamic:• 1. Freud’s Psychosexual Stages
• Psychoanalytic• Observations and notes that he made about life histories of his mentally
disturbed patients• Hypnosis, free association, dream analysis• We have goals or motives that must be satisfied
Major Theoretical Perspectives on Human Development
• A. Psychodynamic:• Freud’s Psychosexual Stages
• Instincts, Goals and Motives• Human behavior is energized by psychodynamic forces• Psychic (mental) energy
Major Theoretical Perspectives on Human Development
• A. Psychodynamic:• 1. Freud’s Psychosexual Stages• Biological Instincts• Eros ( life instinct) – helps the child to survive; directs life sustaining
activities such as respiration, eating, sex and the fulfillment of all other bodily needs
• Thanatos (death instinct) – set of destructive forces present in all human being ex. arson, murder, war, masochism
Major Theoretical Perspectives on Human Development
• A. Psychodynamic:• 1. Freud’s Psychosexual Stages
• 3 Components of Personality• Id (pleasure principle) – serve the instincts by seeking
objects that will satisfy them; seeking immediate gratification of instinctual needs
Major Theoretical Perspectives on Human Development
• A. Psychodynamic:• Freud’s Psychosexual Stages
• 3 Components of Personality• Ego (reality principle) – find realistic ways of gratifying the instinct; block
the id’s irrational thinking; ability to delay gratification• Superego (moral principle) – represents the ideal and strives for
perfection rather than for pleasure or reality
Major Theoretical Perspectives on Human Development
• A. Psychodynamic:• 1. Freud’s Psychosexual Stages• a. Oral Stage (0-1) – reflects the infant’s need
for gratification from the mother. An infant’s eating, sucking, spitting, and chewing do not only satisfy hunger, but also provide pleasure.
• A. Psychodynamic:• 1. Freud’s Psychosexual Stages• b. Anal Stage (2-3) – reflects the toddler’s need
for gratification along the rectal area. During this stage, children must endure the demands of toilet training.
Major Theoretical Perspectives on Human Development
• A. Psychodynamic:• 1. Freud’s Psychosexual Stages• c. Phallic Stage (4-5) reflects the preschooler’s
gratification involving the genitals. Children at this stage gratify their sex instinct by fondling their genitals and developing an incestuous desire for the opposite sex parent.
Major Theoretical Perspectives on Human Development
• A. Psychodynamic:• 1. Freud’s Psychosexual Stages• c. Phallic Stage • Oedipus Complex – sexual attachment of a male
child to his mother– Electra Complex – sexual attachment of a female child to her
father. The girl envies her father for possessing a penis and wishes he would share with her the valued organ that she lacks.
Major Theoretical Perspectives on Human Development
• A. Psychodynamic:• 1. Freud’s Psychosexual Stages• d. Latency Stage (6 to puberty) – sexual
desires are repressed and the entire child’s available libido is channeled into socially acceptable outlets such as schoolwork and vigorous play that consume most of the child’s physical and psychic energy
Major Theoretical Perspectives on Human Development
• A. Psychodynamic:• 1. Freud’s Psychosexual Stages• e. Genital Stage (Puberty – onwards) – is
characterized by the maturation of the reproductive system, production of sex hormones, and a reactivation of the genital zone as an area of sensual pleasure.
Major Theoretical Perspectives on Human Development
SIGMUND FREUD’S PSYCHOSEXUAL STAGES OF DEVELOPMENT
STAGEEROGENOUS
ZONE (Sexually
excitable zone in the body)
CRITICAL EVENT
FIXATIONS MANIFESTED IN ADULT BEHAVIOR (if conflicts in a
particular stage is not resolved)
Oral Stage (0-1 year old)
Mouth and lips Feeding If the child was abruptly weaned, he may manifest alcoholism, smoking, fondness of kissing, oral sadism. If the child was oversatisfied with oral pleasures, he may become, gullible and overdependent.
Anal Stage (2-3 years old)
Anus Toilet Training If the child experienced toilet training too early, he may become controlling, over organized or stubborn. If the child experienced toilet training too late, he become, sloppy, impulsive, or disorganized.
SIGMUND FREUD’S PSYCHOSEXUAL STAGES OF DEVELOPMENT
STAGEEROGENOU
S ZONE (Sexually
excitable zone in the body)
CRITICAL EVENT FIXATIONS MANIFESTED IN ADULT BEHAVIOR (if conflicts in a particular stage is
not resolved)
Phallic Stage (4-6 years old)
Genitals Gender identification. For boys, they develop sexual desire towards the mother and a desire to eliminate his competition, the father. This is called Oedipus complex. Boys become afraid of the father retaliation and develops Castration anxiety. Then they seek to become or identify with their fathers.For girls, they begin with a strong attachment to their mother but realize that boys have penis and girls don’t have. They blame the mother of this inferiority, and develop Penis envy. Their love is transferred to the father who has the sex organ she wants. This is called Electra complex. But, they still must avoid the mother’s disapproval and so they identify with their mother.
If the issues during the phallic stage are not resolved, the person may have problem with interpersonal relationships as well as dealing with authority figures. They may also become uncertain about their sexual identity.
SIGMUND FREUD’S PSYCHOSEXUAL STAGES OF DEVELOPMENT
STAGEEROGENOUS ZONE (Sexually excitable
zone in the body)
CRITICAL EVENT FIXATIONS MANIFESTED IN ADULT BEHAVIOR (if conflicts in a particular stage is not resolved)
Latency (6-12 years old)
This is a period of Peace; most sexual impulses lie dormant. The conflict in the earlier stage resolved or not will be repressed (forgotten).
Genital Stage (13 years old onwards)
Genitals The quality of relationships and degree of fulfillment and contentment that the person experiences during this long stage are tied directly to the success the person has at resolving conflicts during the earlier stages.
• A. Psychodynamic:2. Erikson’s Psychosocial Stages
• Basic Trust vs. Mistrust (0-1) • Autonomy vs. Shame and Guilt (1-3) • Initiative vs. Guilt (3-6) • Industry vs. Inferiority (6-Puberty) • Identity vs. Role Confusion (Adolescence) • Intimacy vs. Isolation (Young Adulthood) • Generativity vs. Stagnation (Middle Adulthood)• Integrity vs. Despair (Late Life)
Major Theoretical Perspectives on Human Development
ERIK ERIKSON’S PSYCHOSOCIAL DEVELOPMENT
PSYCHOSOCIAL STAGE
CRISIS IF CRISIS IS RESOLVED…
IF CRISIS IS NOT RESOLVED…
1. Trust vs. Mistrust (0-2 years old)
The infant needs physical/psychological care and a healthy sense of attachment.
The person develops the virtue of hope and optimism.
The person will grow mistrusting.
2. Autonomy vs. Doubt (2-3 years old)
The child’s desire to be in control and assert independence.
The person develops the virtue of will.
The person becomes constricted and afraid of new experiences. He may also engage in power struggle against authority.
ERIK ERIKSON’S PSYCHOSOCIAL DEVELOPMENT
PSYCHOSOCIAL STAGE
CRISIS IF CRISIS IS RESOLVED…
IF CRISIS IS NOT RESOLVED…
3. Initiative vs. Guilt (3-6 years old)
The child starts to socialize with other children though play. Play, in turn, becomes the primary medium of exploring the world.
The person develops the virtue of initiative, sense of purpose, direction and learns the value of cooperation.
The person becomes doubtful of his capacity to discover the world. He may get into fight for not cooperating.
4. Industry vs. Inferiority (6-12 years old)
The child engages to more serious hobbies and becomes more competitive.
The person develops the virtue of competence.
The person wallows in feelings of inferiority.
ERIK ERIKSON’S PSYCHOSOCIAL DEVELOPMENT
PSYCHOSOCIAL STAGE
CRISIS IF CRISIS IS RESOLVED…
IF CRISIS IS NOT RESOLVED…
5. Identity vs. Identity Confusion (13-19 Years old)
This stage coincides the period of adolescence. The person needs to discover his uniqueness, feel a sense of belongingness, and integrate various roles into a single, consistent individual.
The person develops the virtue of fidelity; being able to commit to values, organizations, and people.
The person becomes diffused and manifest incongruence or inconsistency in his behavior.
6. Intimacy vs. Isolation (20-39 years old)
The person looks for intimacy in heterosexual relationship.
The person develops the virtue of commitment and mutual devotion; the ability to sacrifice and compromise.
The person will float from one partner or job to another ,and fell isolated.
ERIK ERIKSON’S PSYCHOSOCIAL DEVELOPMENT
PSYCHOSOCIAL STAGE
CRISIS IF CRISIS IS RESOLVED…
IF CRISIS IS NOT RESOLVED…
7. Generativity vs. Self- Absorption (40-65 years old)
The person feels the need to guide and pass on what he has learned to the younger generation, through mentoring or teaching. He assesses if he has made the right decisions in their life.
The person develops the virtue of generativity, and value wisdom over physical prowess.
The person will feel stagnant, resist the truth about getting older, and relive youthful fantasies.
8. Integrity vs. Despair (66 years old onwards)
The person experiences decline in physical health. He wants to know if he had lived well.
The acquires the sense of wholeness or integrity and the virtue of wisdom.
The person lives the remainder of his life in despair.
• B. Learning Theory• Concentrates on how learning influences behavior. • Emphasizes the role of experience. • Stresses the influence of consequences on behavior. • Recognizes that people learn from watching others.
Major Theoretical Perspectives on Human Development
• B. Learning Theory• 1. Waston’s Behaviorism• Learning determines our behavior. • Experience is sufficient to explain the
course of development.
Major Theoretical Perspectives on Human Development
• B. Learning Theory• 2. B.F. Skinner’s Operant Conditioning • The consequences of a behavior determine whether it will
be repeated. • A pleasant consequence increases the chance a behavior
will be repeated. • An unpleasant consequence decreases the chance a
behavior will be repeated.
Major Theoretical Perspectives on Human Development
• B. Learning Theory• 2. B.F. Skinner’s Operant Conditioning • Positive Reinforcement - A pleasant consequence that
increases behavior. • Negative Reinforcement - Strengthening a behavior by
removing or avoiding an unpleasant condition. • Punishment - An unpleasant consequence that
decreases the frequency of a behavior.
Major Theoretical Perspectives on Human Development
• B. Learning Theory• 3. Bandura’s Social Learning Theory• Observational Learning, or Imitation • People learn by watching others. • Imitation is more likely when subject of observation is
seen as smart, popular, or talented. Imitation is more likely when subject of observation is rewarded for the behavior
Major Theoretical Perspectives on Human Development
• C. Cognitive-Developmental Theory• Emphasizes the development of the thought
processes as we mature. • Two approaches to the development of
cognition: • We develop our thinking in stages (Piaget,
Kohlberg).
Major Theoretical Perspectives on Human Development
C. Cognitive-Developmental Theory• 1. Jean Piaget’s Cognitive Development Theory
• Children gradually learn more about how the world works by little “experiments” in which they test their understanding.
• Cognitive development consists of stages in which children’s understanding of their surroundings become increasingly complex and accurate.
Major Theoretical Perspectives on Human Development
• C. Cognitive-Developmental Theory
1. Jean Piaget’s Cognitive Development Theory
2. a. Sensorimotor Stage (Birth to 2 years) • The Child interacts with the world through sensation
and movement. • Develops the ability to hold a mental representation of
objects.
Major Theoretical Perspectives on Human Development
Major Theoretical Perspectives on Human Development• C. Cognitive-Developmental Theory
1. Jean Piaget’s Cognitive Development Theory
• b. Preoperational Stage (2 to 7 years) • Develops the ability to use symbols, such as numbers and
words, to represent objects.• Egocentric: understands the world only from his own
perspective.
• C. Cognitive-Developmental Theory
1. Jean Piaget’s Cognitive Development Theory
– c. Concrete Operational Thought (7 years to early adolescence)
• Can use logic and reasoning • Cannot accurately consider the hypothetical
Major Theoretical Perspectives on Human Development
• C. Cognitive-Developmental Theory
1. Jean Piaget’s Cognitive Development Theory
– d. Formal Operational Thought (Adolescence and beyond)
• Thinks abstractly. • Deals with the hypothetical and speculation
Major Theoretical Perspectives on Human Development
JEAN PIAGET’S STAGES OF COGNITIVE DEVELOPMENT
SENSORIMOTOR
0 –2 yearsexplores world as little experimenters and develop schemas through the senses and motor activities.Discovers relationships between their actions and consequences.An important concept acquired at this stage is object permanence: before 8 months, the baby will stop searching for an object if it is covered (out of sight, out of mind), but around 8 months, baby will readily physically search for the hidden object, indicating that he or she has already has a mental representation of the object- this is object permanence
JEAN PIAGET’S STAGES OF COGNITIVE DEVELOPMENT
PRE-OPERATIONAL
2 – 7 yearson top of object permanence, ability for symbolic thinking emerges; seen from the child’s use of symbolic play and use of language.Use of language/words as symbol for things particularly has critical importance.Implications for play: better to let child play with unstructured materials to help facilitate his/her symbolic thinking.Child has still several limitations:1.ego-centrism – inability to consider another person’s point of view.2.animism – all things are living or animated and capable of intentions, feelings and consciousness.3.inability to decenter – inability to focus on simultaneous thoughts at the same time.4.Inability for conservation concepts – inability to follow transformations mentally.
JEAN PIAGET’S STAGES OF COGNITIVE DEVELOPMENT
CONCRETE OPERATIONAL
7 – 11 yearsless egocentric: can now imagine other person’s point of view; now aware that events outside the self have causes outside the self.Thinking begins to be more logical but still limited to concrete experience, i.e., can make logical judgments based on stimuli that are present to the sense.Can perform more operations, e.g. counting, classifying and thus can better understand the principles of conservation.
JEAN PIAGET’S STAGES OF COGNITIVE DEVELOPMENT
FORMAL OPERATIONAL
11 years onwards•hypothetical deductive reasoning develops; can now reason logically and deal with abstractions, not just concrete things.Capacity for abstractions enables person to use and understand, for instance, algebraic signs and metaphorical speech.Able to consider all variables and possibilities simultaneously, make hypotheses, and solve problems by tackling these possibilities systematically.Use of the pendulum problem to test formal operational thinking.
C. Cognitive-Developmental Theory• 2. Lawrence Kohlberg’s Stages of Moral
Development• Based on Piaget’s ideas of cognitive
development. • Described the development of moral thinking
through stages of increasing maturity.
Major Theoretical Perspectives on Human Development
LAWRENCE KOHLBERG’S STAGES OF MORAL REASONING
Level / Stage of Moral Reasoning
Primary Motivation Typical Moral Reasoning
Pre Conventional MoralityStage 1: Punishment at Obedience Orientation
Stage 2: Reward Orientation
The Primary motive for action is the avoidance of punishment
Actions are motivated by the desire for rewards
A person must be obedient to powerful authority because of fear of punishment.Ex. The husband must not steal the drug because he would be punished.
The act is moral if it satisfied an important need of the person or some family member.Ex. He should steal the drug because his wife needs it and he isn’t doing any harm to the druggist. He can pay him pay.
LAWRENCE KOHLBERG’S STAGES OF MORAL REASONING
Level / Stage of Moral
Reasoning
Primary Motivation Typical Moral Reasoning
Conventional MoralityStage 3: Good Boy/Girl Orientation
The child strives to avoid the disapproval of others (As distinct from avoidance of punishment)
A moral action is one that causes others cause to approve.
Ex. He should steal the medicine because society expects a husband to help his wife. He is only doing something that is natural for a loving husband to do.
LAWRENCE KOHLBERG’S STAGES OF MORAL REASONING
Level / Stage of Moral
Reasoning
Primary Motivation Typical Moral Reasoning
Conventional MoralityStage 4: Authority Orientation / Authority-Maintaining Morality
An act is always wrong if it violates a rule or does harm to others
Moral people are those who do their duty in order to maintain the social order.
Ex. He should steal the drug because of people are allowed to be selfish and greedy, our civilization will break down. But he must pay the druggist back and must be punished because people can’t take the law into their own hands.
LAWRENCE KOHLBERG’S STAGES OF MORAL REASONING
Post – ConventionalStage 5: Social Contract Orientation / Morality of Contract and Democracy
The individual is able to recognize that laws are subjective, that they are not worshipped in themselves but are relative to the group. Laws exist only because we agree about them (The Aspect of Social Contract). Inasmuch as the person respects the rules of the other group, however, he or she still steps in if what at stakes is a non-negotiable value (Life and Liberty)
Society has rules and both the individual and society must fulfill their parts of the contract.
Ex. Before you say that stealing is wrong, you should consider that the law should not allow the druggist to keep secret a life-saving formula. In this case, it seems reasonable for him to steal the drug.
LAWRENCE KOHLBERG’S STAGES OF MORAL REASONING
Post – ConventionalStage 6: Ethical Principle Orientation / Morality of Individual Principles of Conscience
Individuals are concerned with upholding their personal principles, and the person no longer makes an appeal to society. Morality is just a matter of the person’s conscience regardless of what the society says. Hence, the person may sometimes feel it necessary to deviate from rules when the rules conflict with moral principles.
Society’s rules are arbitrary. Different people may interpret them in different ways. The ultimate judge of whether something is moral is a person’s own conscience.
Ex. He must steal the medicine because if his wife died he could never forgive himself. When a choice must be made between disobeying a law and saving a life. The higher principle of saving a life must prevail.
top related